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Artículos de revistas sobre el tema "Integrated Curricuum in Nursing"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 16 de febrero de 2022

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1

Lim, Anecita Gigi, and Michelle Honey. "Integrated undergraduate nursing curriculum for pharmacology." Nurse Education in Practice 6, no. 3 (2006): 163–68. http://dx.doi.org/10.1016/j.nepr.2005.11.005.

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Bobroff, Maria Cristina Cescatto, Pedro A. Gordan, and Mara Lúcia Garanhani. "Total educational costs of an integrated nursing curriculum." Revista Latino-Americana de Enfermagem 17, no. 1 (2009): 14–20. http://dx.doi.org/10.1590/s0104-11692009000100003.

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Innovative changes in undergraduate Nursing programs have brought about new methodologies and the need for cost evaluation. This study aims to develop a model for cost estimation, and to estimate educational costs of an integrated Nursing curriculum at a public university. This is a case study conducted in stages: model development, data collection, analysis and interpretation. The cost-construction model consisted of six steps: data collection; educational and support activity costs; four-year course educational costs; educational support costs; joint product costs and total educational costs

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Huang, Pingli. "The Strategy Analysis of Integrating the Idea of "Curriculum Thinking and Politics" into the Teaching of Surgical Nursing." Journal of Nursing 9, no. 2 (2020): 21. http://dx.doi.org/10.18686/jn.v9i2.164.

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<p>In the course of the actual development of surgical nursing teaching, we constantly strengthen the transfer of professional knowledge to integrate ideological education into it. The concept of "curriculum thinking and politics" is integrated into all aspects of teaching. This paper mainly discusses the strategy of integrating the concept of "curriculum thinking and politics" into the teaching of surgical nursing, and the strategy of combining the concept of "curriculum thinking and politics" and the course content of surgical nursing teaching. During and after the teaching of surgical

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Han, Jung-Jin, Yoon-Jin Park, Seun-Young Joe, and Yoon-Mi Kim. "Development of an Integrated Nursing Curriculum of Korea Armed Forces Nursing Academy." Korean Journal of Military Nursing Research 35, no. 2 (2017): 61–71. http://dx.doi.org/10.31148/kjmnr.2017.35.2.61.

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Antón-Solanas, Isabel, Isabel Huércanos-Esparza, Nadia Hamam-Alcober, et al. "Nursing Lecturers’ Perception and Experience of Teaching Cultural Competence: A European Qualitative Study." International Journal of Environmental Research and Public Health 18, no. 3 (2021): 1357. http://dx.doi.org/10.3390/ijerph18031357.

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Cultural competence is an essential component in providing effective and culturally responsive healthcare services, reducing health inequalities, challenging racism in health care and improving patient safety, satisfaction and health outcomes. It is thus reasonable that undergraduate nursing students can develop cultural competency through education and training. The aim of this paper was to investigate nursing lecturers’ perception and experience of teaching cultural competence in four undergraduate nursing programs. A phenomenological approach was selected to illicit nursing lecturers’ perce

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Garanhani, Mara Lúcia, Marli Terezinha Oliveira Vannuchi, Anaísa Cristina Pinto, Thayane Roberto Simões, and Maria Helena Dantas de Menezes Guariente. "Integrated Nursing Curriculum in Brazil: A 13-Year Experience." Creative Education 04, no. 12 (2013): 66–74. http://dx.doi.org/10.4236/ce.2013.412a2010.

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Simmons, Susan, and Daman Bahl. "An integrated approach to curriculum development." Nurse Education Today 12, no. 4 (1992): 310–15. http://dx.doi.org/10.1016/0260-6917(92)90166-l.

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Gillis, Angela, and Marian A. Mac Lellan. "Critical Service Learning in Community Health Nursing: Enhancing Access to Cardiac Health Screening." International Journal of Nursing Education Scholarship 10, no. 1 (2013): 63–71. http://dx.doi.org/10.1515/ijnes-2012-0031.

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AbstractCritical service learning (CSL) offers promise for preparing community health nursing students to be advocates for social justice and social change. The purpose of this article is to describe a community based CSL project designed to provide cardiac health screening to an underserviced population, wherein nursing’s role in social justice is integrated into nursing practice. First, the relationship between social justice and CSL is explored. Then, the CSL approach is examined and differentiated from the traditional service learning models frequently observed in the nursing curriculum. T

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Silva, Paulo Sérgio da, Suelen Lacerda Dias, Janine de Carvalho Freitas Henriques, Elizane Ferreira Soares, and Nébia Maria Almeida de Figueiredo. "DISCOURSE ABOUT HUMAN ANATOMY IN THE INTEGRATED CURRICULUM OF NURSING." Revista de Pesquisa Cuidado é Fundamental Online 5, no. 1 (2012): 3136–49. http://dx.doi.org/10.9789/2175-5361.2013.v5i1.3136-3149.

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Objetivos: Identificar a integração dos conhecimentos anatômicos aos semiotécnicos na formação universitária em enfermagem. Metodologia: O método utilizado foi qualitativo e a coleta de dados foi realizada por meio de entrevista semiestruturada que contou com vinte e quatro estudantes de enfermagem de um Centro Universitário privado localizado na região serrana do Rio de Janeiro. Resultados: Foram construídas três categorias que permitiu a discussão da Anatomia Humana no currículo de enfermagem; perceber os desafios e as potencialidades na integração dos conhecimentos morfológicos com os funda

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Maradiegue, Ann H., Quannetta T. Edwards, and Diane Seibert. "5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?" International Journal of Nursing Education Scholarship 10, no. 1 (2013): 245–54. http://dx.doi.org/10.1515/ijnes-2012-0007.

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AbstractMany genetic/genomic educational opportunities are available to assist nursing faculty in their knowledge and understanding of genetic/genomics. This study was conducted to assess advance practice nursing faculty members’ current knowledge of medical genetics/genomics, their integration of genetics/genomics content into advance practice nursing curricula, any prior formal training/education in genetics/genomics, and their comfort level in teaching genetics/genomic content. A secondary aim was to conduct a comparative analysis of the 2010 data to a previous study conducted in 2005, to d

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Friedrich, Rose Marie, Sonja I. Lively, and Elizabeth Schacht. "Teaching Communication Skills in an Integrated Curriculum." Journal of Nursing Education 24, no. 4 (1985): 164–66. http://dx.doi.org/10.3928/0148-4834-19850401-12.

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Rowan, Margo S., Ellen Rukholm, Lisa Bourque-Bearskin, Cynthia Baker, Evelyn Voyageur, and Annie Robitaille. "Cultural Competence and Cultural Safety in Canadian Schools of Nursing: A Mixed Methods Study." International Journal of Nursing Education Scholarship 10, no. 1 (2013): 1–10. http://dx.doi.org/10.1515/ijnes-2012-0043.

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AbstractCultural competence and cultural safety are essential knowledge in contemporary nursing care. Using a three-phase, mixed methods sequential triangulation design, this study examines the extent to which Anglophone Schools of Nursing in Canada have integrated cultural competence and/or cultural safety into the undergraduate nursing curricula. Factors that influence successful integration are identified through the lens of Donabedian’s structure, process, and outcome model. Results suggest that several facilitating factors are present, such as leadership, partnerships and linkages, and ed

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Franco, Elaine Cristina Dias, Amanda Nathale Soares, and Maria Flávia Gazzinelli Bethony. "CURRÍCULO INTEGRADO NO ENSINO SUPERIOR EM ENFERMAGEM: O QUE DIZEM OS ENFERMEIROS DOCENTES." Enfermagem em Foco 7, no. 1 (2016): 33–36. http://dx.doi.org/10.21675/2357-707x.2016.v7.n1.662.

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Objetivo: estudo que buscou identificar como se configura o conceito de currículo integrado nos discursos de enfermeiros docentes de graduação em Enfermagem. Metodologia: estudo de caso em que foram realizadas entrevistas com sete docentes e os dados foram analisados pela técnica da análise de discurso. Resultados: o conceito de currículo integrado relacionou-se as diferenças entre os currículos tradicional e integrado, à organização em espiral dos conteúdos, à integração ensino-serviço e à sua relação com o trabalho no Sistema Único de Saúde. Conclusões: há uma contribuição para a ampliação d

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Giroti, Suellen Karina de Oliveira, Mara Lúcia Garanhani, Mara Lúcia Garanhani, Maria Helena Dantas de Menezes Guariente, and Elaine Drehmer de Almeida Cruz. "Teaching of Health Care-Related Infections within an Integrated Nursing Curriculum." Creative Education 04, no. 12 (2013): 83–88. http://dx.doi.org/10.4236/ce.2013.412a2012.

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Choi, Yun-Jung. "Undergraduate Students’ Experiences of an Integrated Psychiatric Nursing Curriculum in Korea." Issues in Mental Health Nursing 37, no. 8 (2016): 596–601. http://dx.doi.org/10.3109/01612840.2016.1172142.

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McMillan Boyles, Christina, and Craig Duncan. "Using Skeletal Outlines and Illustrative Diagrams as a Teaching/Learning Strategy in a Baccalaureate Nursing Pharmacology Course." Diversity of Research in Health Journal 1 (June 21, 2017): 143. http://dx.doi.org/10.28984/drhj.v1i0.44.

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Knowledge of pharmacology is an important aspect of safe, effective and competent clinical nursing practice, yet it can be challenging to teach. Many academics within the discipline of nursing are concerned that current nursing curricula may not be preparing nurses to accept responsibilities related to pharmacological management and are inadequately prepared for their role in medication administration. Nursing faculty who teach advanced clinical nursing practice courses also report that students lack the foundational knowledge of pharmacology needed and required in advanced clinical courses. T

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Fokuo, J. Konadu, Mary M. Maroney, and Patrick Corrigan. "Pilot of a consumer based anti-stigma mentorship program for nursing students." Journal of Public Mental Health 19, no. 1 (2019): 51–61. http://dx.doi.org/10.1108/jpmh-02-2019-0020.

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Purpose Nurses and nursing students often hold stigmatizing attitudes toward patients with mental illness, contributing to poor health outcomes. To address this, direct contact with persons with lived experience in mental illness (i.e. consumers) has been integrated into training curricula. This has shown decreased negative attitudes and increased empathy, but gains are not typically maintained at follow-up. The purpose of this paper is to explore acceptability (i.e. feasibility, process and fidelity) and stigmatizing attitudes of nursing students after the completion of a mentor-based direct-

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Herrington, Alaina, and Tonya Schneidereith. "Scaffolding and Sequencing Core Concepts to Develop a Simulation-Integrated Nursing Curriculum." Nurse Educator 42, no. 4 (2017): 204–7. http://dx.doi.org/10.1097/nne.0000000000000358.

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Aul, Karen, Lisa Bagnall, Michael D. Bumbach, et al. "A Key to Transforming a Nursing Curriculum: Integrating a Continuous Improvement Simulation Expansion Strategy." SAGE Open Nursing 7 (January 2021): 237796082199852. http://dx.doi.org/10.1177/2377960821998524.

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IntroductionChanges in nursing, health care, and education warrant continued pedagogical innovations. Faculty are challenged to develop many innovative strategies in the clinical and simulation laboratory setting. Intentional simulation-based learning experiences are one method to prepare new graduates for nursing practice.MethodsOne college integrated intentional simulation-based learning experiences as an improvement strategy in a newly transformed undergraduate nursing curriculum, from mapping through evaluation and revision. Simulation-based learning experiences that were intentionally map

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Wihlborg, Monne, and Helen Avery. "Global Health in Swedish Nursing Curricula: Navigating the Desirable and the Necessary." International Journal of Environmental Research and Public Health 18, no. 17 (2021): 9372. http://dx.doi.org/10.3390/ijerph18179372.

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Global health challenges are likely to be aggravated in the coming years by rapid climate change and environmental degradation. To address the resulting health inequities, nurses need an integrated understanding of environmental and social determinants of health. This study adopts an explorative inductive approach to examine how global health and sustainability are expressed the course syllabi of undergraduate nursing programmes (n = 24) in Sweden. After excluding biomedical and other unrelated content, 67 syllabi were selected for a thematic analysis. Results indicate that global health, the

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Chauvet, Christine S., Maya R. Kalogirou, and Olive Yonge. "Using a developmental evaluation approach to create a supportive curriculum for first year students." Journal of Nursing Education and Practice 11, no. 3 (2020): 1. http://dx.doi.org/10.5430/jnep.v11n3p1.

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Background and objectives: First year students experience a significant transition when entering nursing school. The purpose of this research was to explore first year nursing students’ experiences to enhance and innovate the undergraduate nursing program at a large public Canadian university.Methods: The Faculty of Nursing approached their curriculum redesign process utilizing a Developmental Evaluation (DE) framework. Nineteen first year students participated in semi structured interviews and focus groups where they discussed their personal experiences as well as the perceived strengths and

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Silva, Josilaine Porfírio da, Mara Lucia Garanhani, and Maria Helena Dantas de Menezes Guariente. "Nursing care systems and complex thought in nursing education: document analysis." Revista Gaúcha de Enfermagem 35, no. 2 (2014): 128–34. http://dx.doi.org/10.1590/1983-1447.2014.02.44538.

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The aim of this study was to analyse the inclusion of the subject Nursing Care Systems (NCS) in nursing education. This study was based on qualitative desk research and it was conducted in a nursing programme in southern Brazil that offers an integrated curriculum with NCS as a cross-cutting theme. Data were collected from September to December 2012, by examining 15 planning and development workbooks on the cross-disciplinary modules of the programme. Analysis was divided into four stages: exploratory, selective, analytic and interpretive reading. The adopted theoretical framework was Complex

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Durham, Roberta, and Lynn Van Hofwegen. "Integration of Quality and Safety Education for Nurses Into Nursing Curriculum." International Journal for Innovation Education and Research 2, no. 4 (2014): 77–85. http://dx.doi.org/10.31686/ijier.vol2.iss4.172.

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International heath and nursing organizations have called for significant changes in nursing education to improve health outcomes. In the United States, a national initiative of Quality and Safety in Nursing Education (QSEN) has been underway to articulate competencies to improve patient safety and health outcomes. The purpose of this study was to evaluate the integration of QSEN competencies into an undergraduate nursing curriculum. Student self-reports of QSEN competencies were evaluated with the Student Evaluation Survey. Data was collected at baseline, and after Year 1 and Year 2 following

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Marin, H. F. "Nursing Informatics Education in the South: a Brazilian Experience." Yearbook of Medical Informatics 19, no. 01 (2010): 68–71. http://dx.doi.org/10.1055/s-0038-1638692.

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Summary Introduction: Teaching and learning are critical factors to our survival, design our future and the way we live and determine the quality of our lives. Methods: This article summarizes aspects of nursing informatics education in the South, more specifically focusing in some of the undergraduate and graduate nursing informatics programs in Brazil. Considering the Recommendations of the International Medical Informatics Association on Education in Biomedical and Health Informatics by IMIA, the content provides an overview of the disciplines and share experience in the implementation of a

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Thies, Kathleen Mongan, and Christine L. Williams. "The Clinical Application of Mental Health Concepts in the Integrated Curriculum." Journal of Nursing Education 26, no. 6 (1987): 248–50. http://dx.doi.org/10.3928/0148-4834-19870601-10.

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Cavaye, Joyce, and Jacqueline H. Watts. "An Integrated Literature Review of Death Education in Pre-Registration Nursing Curricula: Key Themes." International Journal of Palliative Care 2014 (January 2, 2014): 1–19. http://dx.doi.org/10.1155/2014/564619.

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Recent policy has raised the profile of end-of-life care internationally, with the aim of increasing access to quality care for everyone experiencing life-limiting illness. This reflects an international shift in the provision of palliative care to encompass chronic conditions other than cancer. Nurses have an important role in delivering this care and need to be equipped with particular knowledge and skills. However, pre-registration nursing curricula have traditionally had a limited emphasis on death and dying and nurses report feeling unprepared to care for dying patients. This has led to c

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Mert, Hatice, Sevgi Kizilci, Özlem Uğur, Özlem Küçükgüçlü, and Dilek Sezgin. "Locus of Control in Nursing Students on a Problem-Based Learning Program: A Longitudinal Examination." Social Behavior and Personality: an international journal 40, no. 3 (2012): 517–25. http://dx.doi.org/10.2224/sbp.2011.40.3.517.

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In this survey carried out over a 4-year period we explored the changes perceived in the locus of control (LOC) of 58 nursing students enrolled in a baccalaureate nursing education program with an integrated problem-based learning curriculum. The results suggested that there was a statistically significant difference in LOC between the first and second years. A significant difference was found in the mean scores of the students according to year in personal control, fatalism, and belief in an unfair world. But, when analyzed further, there were no significant differences according to year in p

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Argüelles, Carlos. "Curriculum-Integrated Information Literacy (CIIL) in a Community College Nursing Program: A Practical Model." Community College Journal of Research and Practice 40, no. 11 (2016): 942–53. http://dx.doi.org/10.1080/10668926.2016.1147395.

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Aebersold, Michelle, and Dawne-Marie Dunbar. "Virtual and Augmented Realities in Nursing Education: State of the Science." Annual Review of Nursing Research 39, no. 1 (2020): 225–42. http://dx.doi.org/10.1891/0739-6686.39.225.

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The use of simulation in nursing education is an integrated part of the curriculum and has demonstrated the benefit for learning in nursing students at all levels. The next stage in simulation-based learning will utilize the wide variety of new technologies that are currently available, including virtual and augmented reality. The use of these new technologies brings with it a need for standard definitions, evaluation of its impact on learning, and new opportunities for research. Efforts are underway to standardized definitions and publish early findings on research using these new technologie

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Aebersold, Michelle, and Dawne-Marie Dunbar. "Virtual and Augmented Realities in Nursing Education: State of the Science." Annual Review of Nursing Research 39, no. 1 (2020): 225–42. http://dx.doi.org/10.1891/0739-6686.39.225.

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The use of simulation in nursing education is an integrated part of the curriculum and has demonstrated the benefit for learning in nursing students at all levels. The next stage in simulation-based learning will utilize the wide variety of new technologies that are currently available, including virtual and augmented reality. The use of these new technologies brings with it a need for standard definitions, evaluation of its impact on learning, and new opportunities for research. Efforts are underway to standardized definitions and publish early findings on research using these new technologie

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Fetherstonhaugh, Deirdre M., Jo-anne Rayner, Elizabeth Beattie, et al. "BUILDING CAPACITY TO CARE FOR OLDER PEOPLE! HOW IS CARE OF THE OLDER PERSON TAUGHT IN AUSTRALIAN SCHOOLS OF NURSING?" Innovation in Aging 3, Supplement_1 (2019): S3. http://dx.doi.org/10.1093/geroni/igz038.007.

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Abstract As the Australian population ages the demand for nursing care which focuses on responding to the needs of the older person will increase. Few newly graduated Registered Nurses (RNs) currently enter the aged care workforce and few select a career in caring for older people; yet older people are the largest patient group in most health care environments. This research, conducted by the Australian Hartford Consortium of Gerontological Nursing Excellence (Aus-HCGNE), explored how care of the older person is currently taught in Australian schools of nursing (SoN). The interview guide inclu

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Brown, Bryan, Gina Kang, Anna Schwartz, Richard Marottoli, and Andrea Rink. "Teaching With Toons: Designing a Novel Blended-Learning Curriculum for Cognition and Dementia in Nursing Education." Innovation in Aging 4, Supplement_1 (2020): 3. http://dx.doi.org/10.1093/geroni/igaa057.008.

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Abstract There is a shortage of learners completing nursing training and pursuing roles in geriatrics and dementia care, possibly caused by ageism, misconceptions, and personal experiences such as with family members, along with uncertainty and discomfort and providing care to this population. Using Kern’s six-steps of curriculum design, we set out to design a novel, blended-learning intervention to improve dementia education at a local nursing school. After reviewing the literature, local needs assessments were carried out in the form of stakeholder discussions and semi-structured interviews

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Amgain, Kapil, and S. Budhathoki. "An innovative, integrated, and community based MBBS Curriculum: a humanistic and holistic approach for Karnali Academy of Health Sciences." Journal of Karnali Academy of Health Sciences 1, no. 3 (2018): 52–60. http://dx.doi.org/10.3126/jkahs.v1i3.24157.

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Background: With the mission of providing easy and accessible health services/facilities for the people of backward areas by producing qualified and skillful health professionals, Karnali Academy of Health Sciences (KAHS) has been established in 2011, by an Act of parliament of Nepal. In the way of fulfilling its mission, PCL nursing program (2014), PCL in General Medicine (2015), Bachelor in Public Health (2018) and Bachelor in Midwifery Sciences (2018) programs have already started successfully; and next goal of our Academy is to start MDGP and MBBS in near future. In this context of its aca

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Yilmaz, Meryem, and Hesna Gurler. "The efficacy of integrating spirituality into undergraduate nursing curricula." Nursing Ethics 21, no. 8 (2014): 929–45. http://dx.doi.org/10.1177/0969733014521096.

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Background: Attention to patients’ spirituality, as a moral obligation of care, is now widely accepted in nursing practice. However, until recently, many nursing programs have paid little attention to spirituality. Objective: The objective of this study was to identify the impact of two different curricula, used to teach undergraduate nursing students, on increasing nursing student awareness of spirituality in the care of patients. Research design: A quasi-experimental post-intervention two-group design was conducted in 2009–2010 and 2010–2011 academic years. Participants and research context:

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Miller, Rachel K., Shimrit Keddem, Samuel Katz, et al. "Intern Transitions of Care Curriculum Through Posthospital Home and Skilled Nursing Facility Visits." Journal of Graduate Medical Education 10, no. 4 (2018): 442–48. http://dx.doi.org/10.4300/jgme-17-00499.1.

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ABSTRACT Background Transitions of care pose significant risks for patients with complex medical histories. There are few experiential medical education curricula targeting this important aspect of care. Objective We designed and tested an internal medicine transitions of care experience integrated into interns' ambulatory curriculum. Methods The program included 1-hour group didactics, a posthospitalization discharge visit in pairs with a home care nurse (cohort 1: 2011–2012; cohort 2: 2012–2013), and a half-day small-group visit to a skilled nursing facility led by a faculty member in geriat

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Kuiper, Ruth Anne. "Integration of Innovative Clinical Reasoning Pedagogies Into a Baccalaureate Nursing Curriculum." Creative Nursing 19, no. 3 (2013): 128–39. http://dx.doi.org/10.1891/1078-4535.19.3.128.

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The significance of good clinical reasoning skills relates to prevention of adverse patient outcomes from failure to diagnose problems, institute appropriate treatments, and/or manage complications. The clinical reasoning pedagogies described in this article are integrated across a baccalaureate curriculum designed to promote a beginner level of competence in solving patient problems. The faculty adopted the content, structure, and process model for integration that includes professional language and content, the Outcome-Present State Test (OPT) model of clinical reasoning, and reflective jour

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Paranhos, Vania Daniele, and Maria Manuela Rino Mendes. "Competency-based curriculum and active methodology: perceptions of nursing students." Revista Latino-Americana de Enfermagem 18, no. 1 (2010): 109–15. http://dx.doi.org/10.1590/s0104-11692010000100017.

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This study identifies the perceptions of undergraduate students at the University of São Paulo at Ribeirão Preto, Brazil, College of Nursing (EERP-USP) concerning the teaching-learning process in two courses: “Integrated Seminar: Health-Disease/Care Process in Health Services Policies and Organization”, which was offered to first-year students in 2005 and 2006 and “Integrality in Health Care I and II”, which was offered to second-year students in 2006. The courses’ proposal was to adopt active methodology and competency-based curriculum. Data were collected from written tests submitted to 62 s

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Lashley, Mary, and Rosemary Wittstadt. "Writing Across the Curriculum: An Integrated Curricular Approach to Developing Critical Thinking Through Writing." Journal of Nursing Education 32, no. 9 (1993): 422–24. http://dx.doi.org/10.3928/0148-4834-19931101-08.

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Sullo, Elaine. "A Multiyear Curriculum-Integrated Information Literacy Program Increases the Confidence and Research Skills of Nursing Students, Although Not as Much as Expected." Evidence Based Library and Information Practice 10, no. 1 (2015): 72. http://dx.doi.org/10.18438/b8161h.

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A Review of: Farrell, A., Goosney, J., & Hutchens, K. (2013). Evaluation of the effectiveness of course integrated library instruction in an undergraduate nursing program. Journal of the Canadian Health Libraries Association, 34(3), 164-175. doi: 10.5596/c13-061   Objective – To evaluate nursing students’ information literacy (IL) confidence and competence after a four year implementation of a curriculum-integrated information literacy program.  Design – Web-based and paper-based information literacy questionnaire.  Setting – Two Schools of N

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Numminen, Olivia, Arie van der Arend, and Helena Leino-Kilpi. "Nurse Educators' and Nursing Students' Perspectives On Teaching Codes of Ethics." Nursing Ethics 16, no. 1 (2009): 69–82. http://dx.doi.org/10.1177/0969733008097991.

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Professional codes of ethics are regarded as elements of nurses' ethical knowledge base and consequently part of their ethics education. However, research focusing on these codes from an educational viewpoint is scarce. This study explored the need and applicability of nursing codes of ethics in modern health care, their importance in the nursing ethics curriculum, and the need for development of their teaching. A total of 183 Finnish nurse educators and 212 nursing students answered three structured questions, with an opportunity to justify their responses, and one open-ended question. Descri

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Oducado, Ryan Michael Flores, Marianne Sotelo, Liza Marie Ramirez, Maylin Habaña, and Rosana Grace Belo-Delariarte. "English Language Proficiency and Its Relationship with Academic Performance and the Nurse Licensure Examination." Nurse Media Journal of Nursing 10, no. 1 (2020): 46–56. http://dx.doi.org/10.14710/nmjn.v10i1.28564.

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Background: Studies have shown that various factors influence students’ success in nursing school and the Nurse Licensure Examination (NLE). Such factors should be studied as foundations of the nursing programs. Problems with proficiency in the language used by the instructor to teach curricular courses may be considered a barrier to effective learning and academic success.Purpose: This study ascertained the influence of English language proficiency on the academic performance of students in professional nursing courses and the NLE.Methods: This study employed a retrospective descriptive corre

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Farrell, Alison, Janet Goosney, and Karen Hutchens. "Evaluation of the Effectiveness of Course Integrated Library Instruction in an Undergraduate Nursing Program." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 34, no. 3 (2013): 164. http://dx.doi.org/10.5596/c13-061.

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Introduction: Many faculty in two Schools of Nursing found that students in the fourth year of the Bachelor of Nursing program were not well equipped to perform information literacy activities efficiently and effectively, such as doing research to support their daily work. A course-integrated information literacy program was implemented at both sites, which left some students having very little information literacy training, whereas others who started the program in later years had information literacy training in all or most years of the curriculum. This study sought to evaluate students as t

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Howkins, Elizabeth. "Designing an integrated curriculum with a common core for an inter-disciplinary course in community nursing." Nurse Education Today 14, no. 5 (1994): 380–87. http://dx.doi.org/10.1016/0260-6917(94)90033-7.

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Burgermeister, Diane, Andrea Kwasky, and Carla Groh. "Promoting mental health concepts in a doctor of nursing practice curriculum: An integrated and global approach." Nurse Education in Practice 12, no. 3 (2012): 148–52. http://dx.doi.org/10.1016/j.nepr.2011.10.012.

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Kaplan Jacobs, Susan, Peri Rosenfeld, and Judith Haber. "Information literacy as the foundation for evidence-based practice in graduate nursing education: a curriculum-integrated approach." Journal of Professional Nursing 19, no. 5 (2003): 320–28. http://dx.doi.org/10.1016/s8755-7223(03)00097-8.

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Lechasseur, Kathleen, Chantal Caux, Stéphanie Dollé, and Alain Legault. "Ethical competence: An integrative review." Nursing Ethics 25, no. 6 (2016): 694–706. http://dx.doi.org/10.1177/0969733016667773.

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Background: Ethics, being a fundamental component of nursing practice, must be integrated in the nursing education curriculum. Even though different bodies are promoting ethics and nursing researchers have already carried out work as regards this concept, it still remains difficult to clearly identify the components of this competence. Objective: This integrative review intends to clarify this point in addition to better defining ethical competence in the context of nursing practice. Method: An integrative review was carried out, for the 2009–2014 period, in the CINAHL, MEDLINE, and EMBASE dat

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Coleman, Phil. "“Yes, the type of student supervision matters, but what about the placement structure?” - A critical realist review of block and integrated practice learning models within pre-registration nursing programmes." Journal of Nursing Education and Practice 11, no. 1 (2020): 39. http://dx.doi.org/10.5430/jnep.v11n1p39.

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This paper highlights the importance of effective clinical experiences for pre-registration nursing students and the wealth of published work associated with practice learning, particularly regarding approaches to student supervision during a practicum. It draws attention to frequent calls within nursing literature for longer placements; many of which fail to either identify the perceived benefits of such change or state whether a longer practicum should involve increased practice learning hours or redistribute existing hours over an extended period; key omissions given the resource-intensive

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Chan, Sophia S. C., Winnie K. W. So, David C. N. Wong, and Tai-Hing Lam. "Building an Integrated Model of Tobacco Control Education in the Nursing Curriculum: Findings of a Students’ Survey." Journal of Nursing Education 47, no. 5 (2008): 223–26. http://dx.doi.org/10.3928/01484834-20080501-01.

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Moraes, Aluana, Maria Helena Dantas de Menezes Guariente, Mara Lúcia Garanhani, and Brígida Gimenez de Carvalho. "The nurse training in research in the undergraduate education: teaching perceptions." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1556–63. http://dx.doi.org/10.1590/0034-7167-2017-0511.

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ABSTRACT Objective: To analyze how the approach of the theme “scientific investigation” can contribute to the development of the scientific competence of the Nursing student. Method: A descriptive-exploratory, case-study, qualitative study was carried out with professors from a public university in the South of Brazil. Data were collected through a semi-structured individual interview and a group interview, called the conversation circle. Results: Data analysis consisted of three categories: “Research as a structuring theme and scientific principle in undergraduate student training in Nursing”

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Osborne, Kathryn, and Maha Othman. "Peer assisted learning model to support students’ success in a complex science course." Journal of Nursing Education and Practice 9, no. 11 (2019): 53. http://dx.doi.org/10.5430/jnep.v9n11p53.

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The application of peer learning models, including Peer Assisted Learning (PAL), has been primarily in the clinical and simulation settings with the focus on readiness for clinical and professional practice. We present a single center experience with the design, structure and implementation of an in-house PAL tutorial in a Pathophysiology; a complex mandatory 12 weeks science course taken by 2nd-year students. This experience represents a phase and progression towards a more coherent model. In phase I, a short survey was conducted to gauge the students’ interest and assess the feasibility of a

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